Rationale:
It is so important for children to grasp phoneme awarness before the
begin to leran how to read. They need to understand that the sounds we
make are represented by letters and what those letters and sounds are.
In this lesson children will learn how to identify the /e/ sound in
spoken words by associating that sound with an action, learn how to
write the letter e, and
recognize the phoneme in spoken words.

Materials: chart for tongue
twister (Everybody saw Eddie the
Eskimo Enter the Elevator on the Elephant), primary paper,
pencils, stickers, a copy of "Red Get's Fed" for every student

Procedure:

1. Introduce the lesson
by explaining how important reading and writing is in our everyday
lives. That it iss uch an important part of being able to communicate
with each other. Today we are going
to practice the sound that e makes. Have you every been talking to an
older person, and when theycouldn't hear what you were saying, they put
their hand up to their ear and said eeehh? Well that is the sound the
letter e makes. We can hear that sound in words like eeeg, beeed, and
heeen.

2. Now I want you all to practice with me.
Let's all say eeeg and beeed- you hear it? Good-now let's say heeen. I
have writen a tongue twister on this chart to help us. Everybody saw
Eddie and the Eskimo enter the elevator on the elephant. Now let's all
say it together and lets drag out all those /e/ sounds. EEEveryboday
saw EEEddie and the EEEskimo EEEnter the EEElevator on the EEElephant.

3. Now since we all know what sound e makes
let's practice writing it so we can recognize it when we read. I am
going to model how to write it on the board and then I want everyone
else to write some after me, so get your your primary paper and a
pencil so we can begin. For lowercase e, get in the center of the space
below the fence, go toward the door, up to touch the fence, and around
and up." Make sure you are writing the letter e, on the chalkboard as you are
explaining the motions. Now I want
you all to write one e, I am going to walk around and when I give you a
sticker I want you to finish that whole top row with eeexcellent e's.

4.
After the students have finished tell them that you are
going to read out a list of words and when you hear that /e/ sound you
want them to put their hand to their ear like they can't hear you. You
read: egg, red, sled, Rick, Ed,
block and Fred.

5. Next have each
student take out their copies of "Red Get's Fed". Have them partner
read with the person sitting next to them. Now I want you all to take out your copies
of "Red Get's Fed" I want you to each read the story once you the
person sitting next to you. If you are listening I want you to hold
your hand to your ear every time your partner reads that /e/ sound like
we did before when I read those words. Everybody understand? Great!
Let's get started!

Assessment:

I will hand out a picture page and hlep the studnets figure out
what each picture is and they will circle the picture that has the /e/
sound in it.